Memory
Quiz yourself by thinking what should be in
each of the black spaces below before clicking
on it to display the answer.
Help!
|
|
||||
|---|---|---|---|---|---|
| show | The persistence of learning over time through the storage and retrieval of information.
🗑
|
||||
| Encoding | show 🗑
|
||||
| show | The process of retaining encoded information over time.
🗑
|
||||
| Retrieval | show 🗑
|
||||
| Parallel Processing | show 🗑
|
||||
| Connectionism | show 🗑
|
||||
| show | The immediate, very brief, recording of sensory information in the memory system. The ability to retain sensory information after stimuli have ended.
🗑
|
||||
| Short-Term Memory | show 🗑
|
||||
| show | The relatively permanent and limitless storehouse of the memory system. Includes knowledge, skills, and experience. Flashbulb memories are stored in long-term memory.
🗑
|
||||
| show | A newer understanding of short-term memory that focuses on conscious, active processing of incoming auditory and visual-spatial information, and of information retrieved from long-term memory.
🗑
|
||||
| Automatic Processing | show 🗑
|
||||
| show | Encoding that requires attention and conscious attention. Can become automatic with practice.
🗑
|
||||
| show | A momentary sensory memory of visual stimuli. A photographic or picture-image memory lasting no more than a few tenths of a second.
🗑
|
||||
| show | A momentary sensory memory of auditory stimuli. If attention is elsewhere, sounds and words can still be recalled within 3 to 4 seconds.
🗑
|
||||
| show | Refers to the recollection of data acquired by touch after a stimulus has been presented.
🗑
|
||||
| George Sperling Study | show 🗑
|
||||
| Peterson and Peterson Study | show 🗑
|
||||
| show | Mental pictures; a powerful aid to effortful processing, especially combined with semantic encoding.
🗑
|
||||
| show | Memory aids, especially those techniques that use vivid imagery and organizational devices.
🗑
|
||||
| show | Items to be remembered are pegged to, or associated with, certain images in a prearranged order.
🗑
|
||||
| show | Organizing items into familiar, meaningful units; often occurs automatically.
🗑
|
||||
| show | An abbreviation formed from the initial components in a phrase or a word; a form of chunking.
🗑
|
||||
| Hierarchy | show 🗑
|
||||
| show | The tendency for distributed study or practice to yield better long-term retention than is achieved through massed study or practice. Massed practice (cramming) can only produce speedy short-term learning.
🗑
|
||||
| show | Also called retrieval practice effect or test-enhanced learning.
Enhanced memory after retrieving, rather than simply rereading, information.
🗑
|
||||
| show | Encoding on a basic level based on the structure or appearance of words.
🗑
|
||||
| Deep Processing | show 🗑
|
||||
| Self-Reference Effect | show 🗑
|
||||
| Semantic Encoding | show 🗑
|
||||
| show | Experimentally demonstrated that people effectively remember seeing a specific word after they decide whether that word fits into a complete sentence. Formation of long-term memories often requires semantic encoding.
🗑
|
||||
| Hippocampus | show 🗑
|
||||
| show | The inability of adults to retrieve episodic memories before the age of 2-4 years. The hippocampus is one of the last brain structures to mature.
🗑
|
||||
| Hippocampus and Stress | show 🗑
|
||||
| Cerebellum and Memory | show 🗑
|
||||
| Basal Ganglia and Memory | show 🗑
|
||||
| Amygdala and Memory | show 🗑
|
||||
| show | A clear memory of an emotionally significant moment or event.
Facilitated by the body’s release of stress hormones. Misinformation can distort flashbulb memories.
🗑
|
||||
| show | A form of physical or chemical change in the nervous system. Research suggests that a memory trace is most likely to involve synaptic changes.
🗑
|
||||
| Long-Term Potentiation | show 🗑
|
||||
| Recall | show 🗑
|
||||
| Recognition | show 🗑
|
||||
| Relearning | show 🗑
|
||||
| show | The conscious repetition of information, either to maintain it in consciousness or to encode it for storage.
🗑
|
||||
| show | Pioneering researcher that made use of nonsense syllables. He discovered that the amount remembered depends on the time spent learning.
🗑
|
||||
| show | Illustrates the value of rehearsal in the encoding process and retention. The more frequently one initially rehearses information, the fewer repetitions are required to relearn information.
🗑
|
||||
| show | Words, events, places, and emotions that trigger our memory of the past. Retrieval cues facilitate the process of priming. Memories are primed by retrieval cues.
🗑
|
||||
| Priming | show 🗑
|
||||
| Context Dependent Memory | show 🗑
|
||||
| show | Memory retrieval is most efficient when an individual is in the same state of consciousness as when the memory was formed.
🗑
|
||||
| Mood-Congruent Memory | show 🗑
|
||||
| Serial Position Effect | show 🗑
|
||||
| show | The increased ability to recall the first items among a list of items.
Occurs because there is more time for rehearsal and more time to relate the piece of information to something meaningful.
🗑
|
||||
| show | Remembering best items that come at the end of the list.
🗑
|
||||
| Anterograde Amnesia | show 🗑
|
||||
| show | The inability to remember events in one’s life which occurred prior to a brain injury.
🗑
|
||||
| Ebbinghaus Forgetting Curve | show 🗑
|
||||
| Retroactive Interference | show 🗑
|
||||
| show | The disruptive effect of prior learning on the recall of new information. Ebbinghaus found the task of learning new lists of nonsense syllables increasingly difficult due to proactive interference.
🗑
|
||||
| Interference and Sleep | show 🗑
|
||||
| Positive Transfer | show 🗑
|
||||
| show | People may forget unwanted memories, either consciously or unconsciously.
🗑
|
||||
| show | Motivated forgetting in which anxiety-arousing/painful memories are blocked from conscious awareness. Involves a failure in retrieval. Freud emphasized that we repress anxiety-arousing memories. Repression rarely occurs.
🗑
|
||||
| Memory Construction | show 🗑
|
||||
| show | Refers to the incorporation of misleading information into one’s memory of an event. The misinformation effect best illustrates the dynamics of memory construction.
🗑
|
||||
| show | Imagining an event which never happened can increase confidence that it actually occurred.
🗑
|
||||
| Source Amnesia | show 🗑
|
||||
| Deja Vu | show 🗑
|
||||
| show | Children are more susceptible to the misinformation effect. Poses a threat to the credibility of children’s recollections of abuse. Interviewers must use neutral words that children can understand.
🗑
|
Review the information in the table. When you are ready to quiz yourself you can hide individual columns or the entire table. Then you can click on the empty cells to reveal the answer. Try to recall what will be displayed before clicking the empty cell.
To hide a column, click on the column name.
To hide the entire table, click on the "Hide All" button.
You may also shuffle the rows of the table by clicking on the "Shuffle" button.
Or sort by any of the columns using the down arrow next to any column heading.
If you know all the data on any row, you can temporarily remove it by tapping the trash can to the right of the row.
To hide a column, click on the column name.
To hide the entire table, click on the "Hide All" button.
You may also shuffle the rows of the table by clicking on the "Shuffle" button.
Or sort by any of the columns using the down arrow next to any column heading.
If you know all the data on any row, you can temporarily remove it by tapping the trash can to the right of the row.
Embed Code - If you would like this activity on your web page, copy the script below and paste it into your web page.
Normal Size Small Size show me how
Normal Size Small Size show me how
Created by:
satecAP